ClimateSmartAdvisors is a pan-European multi-actor network covering 27 countries. Its aim is to boost the EU agricultural advisory community, leading to an acceleration of the adoption of climate smart (CS) farming practices by the wider farming community within and across EU AKISs. To reach this objective, ClimateSmartAdvisors focuses on the crucial role of advisors in the development and dissemination of CS innovations and practices. The project will organize activities focusing on strengthening the advisors’ capacity in providing CS advice and boosting the advisors’ role in the transition towards CS farming through their involvement in innovation projects, CS-AKIS, and EU projects and initiatives. A number of complementary activities are developed to strengthen the CS advisory capacity of the EU advisory community: 1) an EU-wide network of 260 advisory Communities of Practice (CoP) to support the development of 1500 advisors will form the core of CS knowledge exchange; 2) 140 advisors will receive expert training on selected topics, relevant for their context and for facilitating a CoP; 3) CoPs will internationally exchange knowledge on 12 thematic areas; 4) a knowledge repository will provide advisors with CS tools, practices and approaches developed in the ClimateFarmDemo project and further expanded in ClimateSmartAdvisors, 5) monitoring, evaluation and learning activities will capitalize lessons learned in and outside the project. Activities to boost the advisors role in the CS transition include: 1) connecting to local and EU (multi-actor innovation) projects, initiatives, AKIS actors, and policy makers to clarify and address joint needs, challenges and lessons learned, 2) the set-up of Co-Design Innovation Experiments to learn on how to strengthen the advisors’ role in innovation processes. Finally, to accelerate the wide spread of results, an ambitious dissemination, exploitation and communication strategy will be deployed at EU and national levels.

<< Background >>With schools closed for long periods of time to slow the spread of the coronavirus, principals are leading their school communities into the uncharted territory of distance learning. School leaders must support teachers figuring out how to translate classroom curricula into engaging virtual lessons, and ensure that all students from a cultural diversity perspective—including those with limited access to resources such as students with migrant background—continue learning and connecting with their teachers and peers. In addition to handling questions from teachers related to taking lessons online and troubleshooting tech issues, it’s important that school leaders also take on the role of chief information officer and distance learning counsellor for the school community with special focus on those in vulnerable situations to avoid the early school leaving.In this context, and in line with the Digital Education Action Plan (2021-2027), which outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe, school principals need up-skilling in online & inclusive intercultural education leadership. To this end, the e-PRI4ALL partnership aims to develop an innovative programme to guide the development of digital pedagogy and expertise in the use of digital tools for teachers, including accessible and assistive technologies and the creation and innovative use of digital education content by handy OERs for primary school principals to improve their skills in areas such as: online & intercultural inclusive pedagogy with special focus on vulnerable students, (age diverse) digital skills, motivational strategies for e-learning, digital tools for designing learning materials, reinforcement of parental involvement in the distance learning process, distance learning management and school community counselling from a intercultural perspective.<< Objectives >>In line with the Erasmus+ Programme and call priorities, the e-PRI4ALL project objectives are:OBJ-1. Develop up-to date evidence-based learning outcomes to support training for primary school principals in online intercultural inclusive education leadership.OBJ-2. Enhance open access of primary school principals to original curricula in the form of Open Educational Resources (OERs), Massive Open On-line Course (MOOC) and mobile game-based application.OBJ-3. Address diversity in relation to the access and use of online learning pedagogies by all, and in particular by under-represented groups such as students and families with migrant background.OBJ-4. Support the use of the European frameworks on digital competences of educators and organisations by developing OERs, and free open-source educational software, such as the School Education Gateway or eTwinning.Target groups-Primary school principals (and K-12 education leaders in general)-Academic institutions responsible for the training of school principals-Education experts and VET providers-Sciences of Education students-Education policy stakeholders<< Implementation >>-Evidence based learning outcomes for primary school principals to address the emerging skills' gap in online, digital and inclusive learning.-Innovative OERs (learning units, materials and specifications) compiled in a digital open manual.-Massive Open Online Course for Primary School Principals in online & inclusive education.-Mobile game-based pedagogy for primary school principals to get self-paced, handy and open access to training in online & inclusive education.-Curricula evaluation and validation by the project target groups. -Four national workshops in Spain, Italy, Poland and Greece to promote, pilot test and evaluate the e-PRI4ALL OERs and pedagogy.<< Results >>OVERVIEW OF PROJECT OUTCOMES, ACTIVITIES, AND EVENTSThe following list provides an overview of the outcomes, results and multiplier events of the e-PRI4ALL project:1. Sector-validated learning outcomes for primary school principals to address the emerging skills' gap in online, inclusive intercultural education leadership (R1).2. Innovative OERs: learning units, training materials and integration guidelines compiled in a digital open manual (R2).3. Massive Open Online Course for primary school principals in online and inclusive education (R3).4. Mobile game-based application for primary school principals to get self-paced, handy and open access to training in online & inclusive intercultural education leadership (R4).5. Evaluation of the developed OERs by the project target groups (R4).6. Four national workshops in Greece, Italy, Poland and Spain to promote, pilot-test and evaluate the e-PRI4ALL project results (E1-4).Results supporting project management and implementationThe following results are expected to: a) facilitate project management and implementation, and b) assist in the monitoring and evaluation of project outputs.1. Progress and final report: Each annual report will provide a thorough overview of project progress, achievements, revisions, and deviations (if any), including delivered outputs and supporting evidence. (UAL: M13, M24).2. Quality assurance plan: Operational definition of quality assurance and risk mitigation processes and tools (e.g. template forms and checklists), partners' roles, and communication & naming conventions. (UAL: M1).3. Quality assurance reports (twice a year): Presentation of the evaluation results of project activities, outputs, and events, as well as the risks encountered and corresponding actions taken (if any). (UAL: M7, M13, M19, M24).4. Impact analysis report: a) presentation of the methodology applied during the project (depending of type of actions), and b) rolling impact assessment of project activities. (UAL: M13, M24).Results supporting dissemination and sustainabilityThe partnership will deliver tools and materials for the dissemination of project activities and outcomes. These results will be addressed to a transnational audience, in order to: a) inform, promote, and build a solid case for the uptake of outputs by sectoral stakeholders, and b) stimulate the cross-sectoral adaptation of outputs and/or the development of corresponding materials in the field of training and education. To this end, all results related to dissemination will take into account intercultural considerations, and will be available in the partnership languages.1. Project website: One stop online access to all project outputs and resources, facilitating all target groups and stakeholders in comprehending, assessing, and adopting e-PRI4ALL results (DANMAR: M1)2. Direct e-mail campaign: Addressed to target groups and stakeholders all across Europe, aiming to inform, motivate, and promote involvement in project activities (All: M1-M24).3. Online social media pages, videos, and presentations: These tools aim to extend the reach of dissemination efforts by exploiting the appeal of new media, especially to those not reached by other project dissemination activities (All: M1-M24).4. Printed materials: Brochures/flyers and posters to provide concrete information during project and third-party training, dissemination, and networking events (All: M2-M24).

<< Background >>The proposed project is a strong response to the important and actual European demand, underlined in EU Strategy for COVID-19 vaccines ( 15 Oct. 2020) to prepare health professionals as trusted sources of information on vaccination matters and empower them to address vaccine hesitancy, tackle the misinformation and disinformation, ensure clear communication on the benefits, risks and importance of COVID-19 vaccines and build public confidence in vaccines.For years, resistance vaccine increased and WHO listed vaccine hesitancy as one of the top ten public health threats in 2019. Disinformation and misinformation overabundance of false information spread like wildfire in press, Internet and social media around COVID-19 raised concerns about vaccines and increased the vaccine hesitancy in population and even among healthcare workers themselves. This likely make the uptake of vaccines more difficult, which endangers the life and health of the population and affects the capacity of the countries to stop the pandemic crisis. The importance of the vaccination became a top priority of the European Commission and all EU countries as the only solution to stop the COVID-19 crisis. Good information and effective communication on vaccination matters and preparing health professionals as trusted sources of information are the objectives of the EU and national strategies for Covid vaccination. The project responds to the common training needs of partners' organizations and addresses to fill the gap in training curriculum of nurses and healthcare professionals.In Romania like in other partners' countries , the for nurses and healthcare curriculum include topics on delivering vaccination, knowledge and skills to ensure safe and efficient vaccine but, to prepare confident healthcare to inform , promote, communicate, advise and influence the public on vaccination and tackle with vaccine hesitancy, they need to be trained with specific knowledge, communication and social skills.More resistant to vaccination are people from disadvantaged backgrounds who generally do not have equal access to the health services, because lack of information or misinformation, cultural influence on health beliefs and behaviour.Out target groups are nurses and healthcare staff involved in delivering vaccination and but also school nurses and doctors, community nurses, health visitors, sanitary mediators and other healthcare professionals working with disadvantaged people and vulnerable groups or other hard to reach groups, who need to increase, update and upgrade their knowledge on vaccination and improve their communication and relationship skills and the capacity to tackle vaccine hesitancy.<< Objectives >>The project aims to support and train the healthcare professionals to promote vaccination and tackle with vaccine hesitancy, to enhance their knowledge on vaccine and vaccination and develop skills of communication, cultural and social relationship skills, empowering them fighting disinformation, tackling the vaccine hesitancy and improving vaccine confidence to people that are more hesitant or people from disadvantaged groups. Four partners, Edunet Organization from Romania, Cyprus University of Technology, National Kapodistrian University of Athens and University of Almeria will work together and put their expertise and experience to create the project results and accomplish the following objectives: 1: To increase the level of knowledge on vaccine and vaccination of the healthcare professionals and support them to promote vaccination and tackle with vaccine hesitancy by provision of reliable, trustful and up-to-date information sources on vaccine and vaccination, by creating information tools addressing people coming from disadvantaged groups and people that are more vaccine hesitant which help them to get better informed, overcome their fears and strengthening confidence in vaccines. 2: To strengthen the aspects related to vaccination and immunization in the training curricula and education of healthcare professionals, by creating an innovative Training Curriculum focused on promoting vaccination and tackling the vaccine hesitance.3: To gap in the knowledge, skills and competences of nurses and the healthcare professionals by creating and make available a set of Bite sized Learning Tools for their self learning, enabling them to improve and update their knowledge about vaccine and vaccination and skills needed to combat the vaccine hesitance. 4: To increase quality in continuing training of healthcare workers involved in vaccination but also the initial training program for the qualification of nurses and other healthcare professionals, by creating an innovative Training course on vaccination, based on digital learning and online methodology approach ( MOOC). 5: To increase European dimension and quality in education and training activity and prepare more professional learners, trainers and staff and more in line with the individual needs and the organizational objectives the partners and associated organizations and help them to prepare 120 students and healthcare professionals on vaccination, increasing their knowledge, communication and social skills and empowering them to promote vaccination and tackling the vaccine hesitancy,.<< Implementation >>The project will start with research on vaccination and immunization to detect the key issues and establish the topics for the Informative Guide and the partners will map on Internet for the informative resources and tools which can be used by healthcare staff for to improve update and upgrade their knowledge on vaccine and vaccination. Then, the partners will create the info sheets, translated in all partners’ languages and will organize informative campaigns among vulnerable groups and vaccine hesitant people. Building on the PPT/IENE Model developed in previous IENE projects, partners will establish the training Curriculum of healthcare professionals involved in vaccination and immunization aiming at enhancing their competence to tackle with vaccine hesitancy, communicate and social relationship skills to work with people coming from hard to reach groups. The partners will create Bite sized learning tools, organized in a attractive form with links to additional resources, You tube videos, animations and other information sources collected from the Internet in CC license which will be posted on the web platform in the form of easy to navigate course in all partners’ languages to be used by healthcare staff for self learning and improve their knowledge on vaccination. Under the coordination of Edunet, partners will create a methodology and content for a Training Course on vaccination and set up the Online Course (MOOC), aiming to train healthcare professionals to tackle with vaccine hesitancy.During an European joint training workshop, a number of 16 trainers from the partner organizations and associated partners will be trained to conduct learning activities on the MOOC.Partners will recruit and involve in the online course at least 120 participants, staff and learners from their organization and associated organization as well as other health care professionals involved in delivering , nurses school nurses , community nurses, health visitors, sanitary mediators and other healthcare professionals which are working with vulnerable groups. The course will be delivered, piloted and evaluated during six weeks. The participants will increase their knowledge about vaccination, cultural awareness and cultural knowledge about hesitant and vulnerable people , their thinking and cultural beliefs in front of vaccination and increase their skills to inform , advice about vaccination, promote and advocacy combat misunderstanding and myths of vaccination , influence, get trust, persuade and improve vaccine confidence to hard to reach groups To attract potential stakeholders to use our project results will be organized National Seminars in Romania, Greece, Cyprus and a European Conference in Spain, where are expected to participate at least 140 stakeholders.<< Results >>The main tangible products of the project are:7.A data base of reliable sources of informative and tools on different issues on vaccine and vaccination, available on trustful websites, in English and in partners' languages , aiming at updating and increasing the level of knowledge on vaccination both of public and healthcare professionals.8.An Informative kit with essential information on vaccination in English Romanian, Spanish, Greek aiming at correct and information to people that are more hesitant , people coming from disadvantaged groups and to be used by healthcare professionals promoting vaccination, fighting disinformation, tackling the vaccine hesitancy.9.An innovative Training Curriculum for enhancing knowledge, communication skills, cultural and social competences of nurses and healthcare professionals, available in English Romanian, Spanish, Greek, which may be used by potential trainers to develop their own initial and continue training.10.A set of. Bite sized Learning tools, available on the website which ca used by healthcare workers for self learning and in four PDF compendia in English Romanian, Spanish, Greek, which can be downloaded and used for offline learning.11.An online course Methodology for training healthcare workers on vaccination, piloted and validated with 120 healthcare professionals, and the tools which will be available in four languages English Romanian, Spanish, Greek on the project website and training providers to use the course model for their training : a) Training Methodology Guide with good practices of the course piloting b) Compendium of MOOC content c) Kit for training the MOOC facilitators.12.An integrative website platform that provides access to reliable information and to all project outputs and an environment for networking and sharing (Facebook and Twitter pages).The project results will be available as open educational resources and can be transferred and exploited in other European countries to prepare confident healthcare workers and also to prepare staff in other field of education and training or in youth . The project supports the citizens in strengthening confidence in vaccines and prepare a confident healthcare workforce that can advise the public on vaccination needs, tackle vaccine hesitancy and deliver immunisation

Design Do and Leani it- project developed an experimental development study course with video, tools and guidebook based on education used in Riveria, but modified and developed futher to be suitable for all partners and VET Europe wide. Italian, Finnish, Belgium, Welch and Spanish partners (8), local companies and work life collaborated to improve the quality of work, services and competences needed in the future! The partners, but also to the students and other teachers/workers locally were supported by project manager of Riveria to do experiments and to use lean thinking methods is daily actions. We had 2 project meetings, 5 workshops and local, national and international dissemination events. There were three goals to achieve:- The first was to enhance collaboration of the companies/other organizations and VET organization. Tools were developed and tested in practice, also students and teachers have used tools and cases were solved in companies. Collaboration based on sharing the expertise to each other and creating the collaboration culture.- The second was support learning the Design Doing (experimental development) process, integrate it in VET and learn how to use it in companies. Participants have had experience of sharing the skills in action when working with customers and they got competence and courage to do experiments. The main idea is keep the experiments simple with reasonable costs, use suitable tools and save time, money and get results! Guidebook and video with easy examples are launced in Erasmus+ dissemination platform. There are insturction how to use Experimental development -course and if needed, more help is offered by Katja Väyrynen from Riveria.- The third goal was to improve the efficiency of work by LEAN thinking and learning simple methods and principles of it in partner organizations. Then adopt these to daily procedures of teachers/entrepreneurs/workers. During the project we tested the LEAN 5S-principles, Lean A3 and Waste-analyze. These are helping to find out challanges needed to develop and also make fluency in the processes.Main results are: Guidebook of experimental development and instruction video. Language used was English. Original plan was only translate tools in own languages, but when we did a guidebook too, it can be translated easily to different languages, but without intellectual outputs funding, we desided to do only English version..This experimental development study course created is really suitable in all kind of challanges, in all fields of study and industry. Please try and get rapid results!

"<< Background >>The EC confirmed its commitment to building ""a more digital Europe"" by encouraging Member States to initiate reforms that adapt their economic and social systems to digital progress. One of the areas that suffer most from digital inadequacy is that of VET. Even today, 1 in 5 European students do not have a fast internet connection, just as 18% of European schools do not have access to broadband. On the other hand, not all trainers have the adequate skills to use digital tools to support their teaching and national school systems rarely foresee updates in this direction (Digital Education Action Plan, 2018; 2nd Survey of Schools: ICT in Education, 2019 ).Although, to deal with the COVID-19 pandemic emergency, distance learning was necessary to keep the education and training system active in many European countries, following the closure of school spaces, the EC found that students have suffered a substantial loss in terms of learning (eg France, Italy and Germany loss of learning between 0.82 and 2.3% with respect to the standard deviation). In addition, the suspension of formal learning aggravated the already existing educational inequalities, as the most vulnerable students had less access to digital learning tools.Micro, small and medium-sized enterprises are the backbone of the European economy and society. 23.8 million craftsmen and SMEs provide 67% of jobs and create almost 60% of EU added value. Europe will only be able to meet future challenges and increase wellbeing, growth and employment with thriving SMEs. Digitization and technological changes are perceived by the business system as worrying challenges for micro-small (29.8%) and medium-sized enterprises (22%) (SME United “The future of Europe, 2017). The vast majority of SMEs raise a shortage of skilled workers (only 35% of European workers have basic digital skills - Digital Skills for all Europeans, 2019).In the analysis conducted by international and national institutions on the competitiveness of SMEs (OECD 2015, OECD 2017, ILO 2016, EC 2016, BIS 2014, World Economic Forum 2016, Deloitte 2017, (EIM Business & CRAFT and PMI VET net Policy Research 2011) a key challenge is represented by the limited participation of SMEs in the knowledge-based economy (skills shortages, mismanagement, low level of training of the workforce).Across Europe, although the VET sector continues to provide opportunities and support students in their careers, it is characterized by a poor image in society, persisting low-quality perceptions and non-positive professional development prospects. VET systems are characterized by fragmented nature, complexity and a wide variety of actors.<< Objectives >>The CR.E.ATE project intends to strengthen skills, competences and VET resources to effectively address the transition to digital education and learning, enhancing and promoting the use of ICT in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and developing specific skills and methodologies for teachers and operators in particular aimed at a more effective and more consistent use of technological and digital resources to the new needs that emerge both from young people (demand) and from the labor market (supply). The project also intends to develop and promote a virtual learning environment, open and participatory, accessible and inclusive, highly motivating and emotionally attractive, able to stimulate and bring out the creativity and talent of young people and to trigger virtuous dynamics of encounter. effective between job supply and demand and strengthen collaboration and cooperation between VET providers, companies and representatives of the world of work and institutions.The Create 4.0 project represents an evolution of the previous CR.E.ATE which defined a common didactic model (""Crafts Atelier"") based on the measurement of three categories of professional skills (head, hand, heart). Innovation concerns the integration of the digital methodologies of augmented education and digital story-telling to be developed as part of a latest generation Digital Educational Ecosystem characterized by a student-oriented, highly attractive and motivating approach<< Implementation >>The project is aimed at VET trainers / operators, VET students (ages 15-19), including those with socio-economic and learning problems (BES-DAS) and stakeholders from the world of business, work, research and institutions .7 partners from 6 different countries are involved in the project 4 training schools, 2 universities 1 European organization representing SMEs + other strategic associated partners.The heart of the project is the Pilot Test structured through a competitive and stimulating Contest in which students trained according to the new methodology become co-builders of digital and multimedia products through the application of team building techniques, learning by doing, Cooperative learning and learning. peer to peer.The Create 4.0 project develops through inter-connected phases and results:1. MANAGEMENT (Nov 2021-Oct 2023)Preparatory activities and communication / awareness raising and involvement campaigns, creation of the Steering Committee for the activation of the transversal functions of coordination and management of the project (half-yearly financial control, half-yearly monitoring and risk prevention, internal communication and continuous management of information flows, planning actions and tools for promotion and dissemination) and carrying out of No. 3 Project Meetings (1st TPM: Dec 2021; 2nd TPM: Oct 2022; 3rd TPM: Oct 2023).2.IMPLEMENTATION (Jan 2022 - Sep 2023)-PR.01 Definition and elaboration of the methodological guidelines (TEACHING in CR.E.ATE 4.0: Jan 2022 - Sep 2023)-PR.02 Development of a DIGITAL EDUCATIONAL ECOSYSTEM (LEARNING in CR.E.ATE 4.0: Jan 2022 - Dec 2022)-PILOT TEST for the experimentation of the new educational system:1st STEP: CONTEST / Gaming Strategy launch - Pilot Test launch with data collection / initial cards (Oct. 2022 - Jan 2023)2nd STEP: (National Contest Phase) virtual & distance learning through application of new methodology (PR.01) + Digital educational ecosystem (OER - PR.02) (Jan 2023 - May 2023)3rd STEP: (International Contest Phase) INTERNATIONAL LAB FOR LEARNERS - Mobility of VET students selected during the national phase of the CONTEST (May 2023)4th STEP: Final evaluation of PILOT TEST results (Evaluation Report) (May - Sept 2023)-PR.03 Digital Story-telling Tool Package (TELLING the CR.E.ATE 4.0 EXPERIENCE) (Apr - Sep 2023)3.PROMOTION AND SHARING (Nov 2021-Oct 2023)Implementation of actions and information, promotion and sharing tools. There are 4 phases with different objectives and times:- Project launch campaign and common institutional information (Nov 2021 - Apr. 2022)- Information campaign, awareness raising and involvement of taget groups and stakeholders (Jan 2022 - Nov 2022)- Sharing and promotion of the intermediate results of the project (Oct 2022 - Jul 2023)- Sharing and promotion of the final results of the project (Jul - Oct 2023)In these last two phases the organization of N ° 5 NATIONAL WORKSHOPS (Jul - Sep 2023) with simulations and demonstrations of the CR.E.ATE 4.0 model + n ° 1 INTERNATIONAL WORKSHOP (Oct 2023) is foreseen. In each event, ample space will be given to participated dialogue on the follow-up of the project and to the signing of the PROTOCOL OF UNDERSTANDING for the transferability, sustainability and formal recognition of the ""CR.E.ATE 4.0"" System<< Results >>OC.1 To Strengthen the capacities, skills and resources of VET institutions to effectively address the transition to education and digital learning;OC.1.1 To Enhance and promote the use of digital technologies in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and, in a transversal manner, the ability to communicate and share information with the new generations;OC.1.2 To Develop specific skills and methodologies for VET teachers and operators, in particular oriented towards a more effective and more consistent use of technological and digital resources to the new needs emerging both from young people (demand) and from the labor market (offer).Through the definition of a teaching manual on the use of online and digital learning tools (PR.01), VET operators / trainers will acquire and share new methods, codes, languages, tools. These methodological lines will represent the basic structure of an international training LAB (C1) for the acquisition / strengthening of digital skills oriented to augmented teaching and the teaching of the Cr.E.Ate 4.0 method and for the construction of educational approaches. more effective and stimulating for students and oriented to the transformations taking place in the labor market and to the requests from SMEs.OC.2 To Develop and test an open and participatory learning ecosystem in which digitization is synonymous with dialogue, knowledge exchange, equal opportunities and social inclusion;OC.2.1 To promote the VET system by improving its competitiveness, attractiveness and usability by students and indirectly their families;OC.2.2 To strengthen collaboration and cooperation between VET providers, businesses and representatives of the world of work, businesses and institutions.The Digital Education Ecosystem (PR.02) that supports the application of the ""CR.E.ATE 4.0"" Model is a dynamic virtual environment focused on four key functions: 1. Communication to encourage continuous dialogue in the VET sector multiple levels, allow a mutual exchange of information, experiences, practices, develop peer relations and strengthen further links with external networks;2. Sharing of know-how, tools, innovations, contents, methods, resources;3.Collaboration to co-build, co-design, co-program, etc.4.Cooperation to create and implement what is shared through e-learning and other formal and non-formal virtual educational applications, in particular focused on the craft sectors of the Create 4.0 model (beauty and wellness, graphics and web design, artistic / craftsmanship, interior design ).The effectiveness of these functions will be tested through a highly innovative strategic combination of:- motivating interventions (Ref. CONTEST) that refer to a positive management of competitiveness typical of modern work environments in the start-up phase- participatory and training processes with high V.A. (Ref. Transnational LAB for VET Students - C2) to develop digital skills, language skills, project management, relational critical thinking and emotional intelligence- tools for elaborating and expressing the story and the memory of the experience (Ref. PR.03)The significant involvement of more vulnerable students in the project activities will demonstrate the effectiveness of the model also in terms of developing a more inclusive VET system.At the end of the project, the partner organizations and stakeholders involved during the implementation of the project at various levels both nationally and internationally, will define and sign a Agreement of Collaboration for the recognition, transferability and sustainability of the project."